Correcting homework is a routine work of math teachers, and it is a supplement and improvement to classroom teaching. It plays a vital role in guiding students' study, checking the teaching effect and adjusting the teaching plan. We are used to using "√" and "?" Correct math homework. Judge right or wrong, and measure the score with a percentage system. This method plays a certain role in evaluating students' academic performance, judging whether solving problems is right or wrong, and comparing learning differences. However, it is boring, lack of motivation, and the evaluation result is one-sided, which can not comprehensively evaluate a student's basic quality and learning potential. The perfect score of homework only means "correct answer", and students' problem-solving ideas, methods, processes, habits, abilities and qualities cannot be reflected in the scores, but these things are exactly where students' learning potential lies. In addition, simply use "tick" and "?" Evaluation of learning thinking and academic performance affects the ideological and emotional communication between teachers and students, and directly affects students' learning emotions. How to improve students' interest in learning and give full play to their initiative through homework correction is a crucial issue.

I think we can think deeply from the following aspects:

First, appropriate comments.

Comment is a way of correcting homework, which helps students to understand the advantages and disadvantages of their homework more clearly, and can also strengthen the communication between teachers and students, and promote the harmonious and unified progress of students in all aspects. This paper introduces comments into math homework correction, points out its shortcomings, affirms its achievements, mobilizes students' learning enthusiasm and achieves good results.

1, comments can guide students to do problems and stimulate students' interest in learning.

When there are mistakes in students' homework, such as examining questions, calculating, observing, analyzing and judging, teachers can use comments to give guidance to students so that they can solve problems correctly. Comments such as "find the correct quantitative relationship first", "try it by backward deduction" and "what to do next" are actually the routes for students to think. Students think and correct themselves under the teacher's prompt. According to the guidance, students not only find out where the mistakes are, but also know why they are wrong and how to correct them. "The method is great, but be careful!" "Wonderful solution, wonderful", "You must have a wonderful idea, because you are my pride". Don't scold exercise books with particularly poor quality. On the contrary, try to find their bright spots and mobilize their enthusiasm in an encouraging tone. "You must do it! You have made great progress because you have worked hard. I'm glad to see you make progress. I want you to walk up a flight of stairs. " This emotional comment makes students feel the teacher's care for him and is full of hope. This will gradually generate a strong interest in learning.

2. Comments can broaden students' thinking and form good study habits.

Using comments to give appropriate inspiration is helpful to stimulate students' potential and activate their innovative consciousness. Encourage students to think, find problems, make assumptions, and try to use the transfer of knowledge. Comments: "Clever solutions and wonderful methods" are students' affirmation of their unique views. Some problems have multiple solutions, while students only use one. You can write: "Is there a better solution?" "If you love thinking, you must have brilliant ideas!" . Such comments stimulate students' innovative consciousness, make students open their minds, gallop their imagination, verify, summarize and apply; Make them dare to think and do, and encourage students to be innovative and try; Teachers should strictly control the writing, format and arithmetic process of students' homework. These are external standards that reflect good study habits. Pointing out the shortcomings in homework with appropriate comments in time can make students correct them quickly. For example, for students who make mistakes because of carelessness, we should first affirm their advantages and enhance their self-confidence, and then put forward Li Yin's hope and correct their shortcomings. In this way, on the one hand, it will not dampen their self-confidence, on the other hand, it will help them correct their bad tendencies and cultivate a good learning attitude.

Second, the sub-item evaluation

A good homework is a comprehensive reflection of various indicators. The original grading system of excellent, good and passing is the same, and only pays attention to the evaluation of whether the answering process is correct or not. It is difficult to distinguish the completion of students' homework, which is not conducive to the cultivation of students' good study habits and the all-round development of all qualities. In order to help students understand the success or failure of homework and establish a correct public opinion orientation, they can grade on the original basis. For example, it can be represented by a, b, c, etc. Each level can be given a special meaning: "A" mainly depends on whether the basis of the problem-solving process is reasonable, whether the steps are complete and whether the results are correct; "B" mainly depends on whether the words, symbols and graphics used are correct, whether the writing is neat and whether the operation format is standardized; "C" mainly depends on whether there is innovation or not and whether you have your own unique opinions.

Students' knowledge base, intelligence level and learning attitude are unbalanced, and even gifted students may sometimes make mistakes. When there are too many serious mistakes in students' homework, in order to avoid students' low homework performance, excessive psychological pressure, knowledge disconnection and vicious circle, we can adopt the correction strategy of temporarily not judging marks. Students make clear the reasons for the mistakes, supplement the missing knowledge, redo their homework, and then judge.

For example, when I was a child, a student filled in all the bigger questions wrong, and they were all opposite to the correct answers. Obviously, this is not caused by simple carelessness, but because he doesn't understand mathematics. At this time, we can temporarily stop grading students' homework and guide them to review similar examples in the textbook, such as eyebrow criticism: "Please refer to the bristle example and do it again." Students understand arithmetic and correct the wrong questions before judging.

Third, comment on an appropriate question.

In order to arouse students' enthusiasm to further improve the quality of homework, we can adopt the strategy of correcting one question with multiple comments and one question with one mention. When giving homework to students, if you can correct mistakes, make up for deficiencies, or supplement better problem-solving methods, you can improve your grades and arouse your enthusiasm according to the situation. You can add some encouraging and guiding words in the comments, such as: "The figures are right, but they can be calculated simply. Think about it! " "Well, you have taken a gratifying step!"

Changing the way of correcting homework properly can not only make up for "√" "?" The lack of judgment method can also comprehensively evaluate students' homework from the aspects of their problem-solving ideas, abilities, habits, emotions and qualities, and is also conducive to promoting students' divergent thinking and forming innovative consciousness; It is more conducive to communicating the feelings between teachers and students, mobilizing students' learning enthusiasm, learning mathematics knowledge better and promoting students to develop good study habits.